Q1_LE_Music and Arts 7_Lesson 1_Weeks 1-2.pdf

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Lesson Exemplar
for Music & Arts
Lesson
1
Quarter 1
Quarter 1

Lesson Exemplar for Music and Arts 7
Quarter 1: Lesson 1 (Weeks 1-2)
SY 2024-2025
This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum during the School Year 2024-
2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or
utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.
Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.
Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at blr.od@deped.gov.ph.
Development Team
Writer:
• Anavy l. Cellona
• Bombie A. Dalangin
Validator:
• Rus Will E. Ledesma (West Visayas State University)
Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

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MUSIC AND ARTS /QUARTER 1/ GRADE LEVEL 7 (WEEKS 1-2)
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content
Standards
The learners demonstrate understanding of the contemporary and emerging popular Music and Arts of the Philippines
and selected Southeast Asian countries, and their cultural influences, including the subjects, themes, concepts,
mediums, processes, techniques, and/or practices.
B. Performance
Standards
The learners create works based on relevant concepts, processes, techniques, and/or practices used in selected
representative contemporary and emerging works of the Philippines and selected Southeast Asian countries in the
production of their creative works.
C. Learning
Competencies
and Objectives
Discuss how representative contemporary and emerging performing and visual arts of the Philippines and
selected Southeast Asian countries influence their cultural identity and diversity
1. Identify key contemporary and emerging artists, musicians, and genres from the Philippines and selected Southeast
Asian countries.
2. Examine the cultural influences that shape contemporary and emerging performing and visual arts in the Philippines
and the Southeast Asia.
3. Recognize the significance of cross-cultural exchanges and collaborations in the development of Southeast Asian
performing and visual arts.
D. Content Theme: “Contemporary and Emerging Music and Arts of the Philippines and the Southeast Asia and their
Cultural Influences”
I. PERFORMING ARTS
A. Music
o Popular Music | Vocal Music and Instrumental Music
Musical Behaviors: Active Listening; Describing; Interpreting; Performing; Improvising; Composing; Evaluating
B. Theater Arts
o Asian Theater Practices and Relevant Principles of Theater Arts
E. Integration Global Citizenship and Cultural Heritage

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II. LEARNING RESOURCES
Asian Feed. (2021). 11 Southeast Asian Artists You Should Listen to Right Now. https://asianfeed.com/2021/07/03/11-southeast-asian-
artists-you-should-listen-to-right-now/
Bunrith, S. (2016). “Evolving Living Traditions: A Study of Contemporary Performing Arts in Cambodia During the Post-Khmer Rouge Period
(1979-2015).
Ocula. (n.d.) Southeast Asia’s Contemporary Art Platform. https://ocula.com/art-fairs/sea-focus/#artworks
Yeo, V. (February 17, 2023). Art Fair Philippines 2023. https://artandmarket.net/news/2023/2/17/art-fair-philippines-2023
III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS
A. Activating Prior
Knowledge
DAY 1
1. Short Review
Activity 1 “Making Consonance” (10 minutes)
In this activity, the teacher will facilitate a song to recall the musical elements and
other art forms discussed during primary lessons.
“Gento” by SB19 https://youtu.be/VZZA_38RUBI
The teacher will ask the students to do the following movements or modifications
while singing the chorus part of the song. The teacher must challenge students to
recall the musical elements that are being implied in each movement or
modification.
Beat – stomp your feet following the beat of the song
Rhythm – clap the syllable of the lyrics
Timbre – students may describe the differences between the voice quality of SB19
members and the musical instruments used in the music.
Dynamics – the teacher may show hand signals for the learners to sing loudly or
softly.
Tempo – the teacher may ask students to visualize a situation that triggers the
speed of singing the song (slow and fast).
Melody – The teacher may ask the learners to hum the tune of each song and use
hand gestures to show melodic movement (ascending, descending, repeated)
The teacher can ask the
learners to describe the visual
elements used in the sample
video leading them to recall the
elements and principles in
visual arts.
● Line
● Shape
● Form
● Value
● Space
● Color
● Texture
● Balance
● Emphasis
● Harmony
● Movement
● Rhythm
● Unity
● Repetition
● Proportion
● Variety

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Harmony and Texture – the teacher may ask how many independent melodies
they can hear.
2. Feedback (Optional)
B. Establishing
Lesson Purpose
1. Lesson Purpose
Activity 2 “Guess the Origin” (10 minutes) (this activity may be done individually or by group)
The teacher will play representative contemporary music from Southeast Asian
countries. Learners will be asked to guess the origin country for each item.
• Ting Ting Tang Ting (Vietnam) https://youtu.be/gJHSDZfJrRY
• Mini Miss U (Philippines) https://youtu.be/QXIMIv7q8TY
• Da Yang Gatal Gatal (Indonesia) https://youtu.be/823uvXljaHE
• Mong Nan Nan (Thailand) https://youtu.be/823uvXljaHE
Processing Questions:
1. Were you able to guess the country of origin of the music?
2. How did you come up with your responses?
3. What is your favorite among the examples? Why?
Activity 3 “Spot on the
Map” (5 minutes)
Ask the learners to identify
the Southeast Asian country
represented by each flag and
plot the country on the map
using the respective flag.

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2. Unlocking Content Vocabulary
Activity 4 “Word Search” (5 minutes)
Find 10 hidden words in the word search
grid and match these words with the list of
meanings below.
Use this link to play the online word search
puzzle:
https://puzzel.org/en/wordseeker/play?p=-
NdiuE4oEgX0jHkGtWcJ
Film Comic
Vocal Architecture
Documentation Weaving
Theatre Instrumental
Animation Dance
1. It is a series of genres for solo voice and voices in combination, with or
without instrumental accompaniment (Porter, 2022).
2. It is a piece of music that does not contain any words or vocals.
3. It is a magazine or book that contains a set of stories told in pictures with a
small amount of writing.
4. It is a technique of creating the illusion of movement or change in a visual
artwork, typically in the form of a sequence of individual images displayed
rapidly in succession.
5. This process involves passing the weft threads over and under the warp
threads in a systematic pattern using a device called a loom.
6. It is the art and science of designing buildings and structures.
7. It is the process of recording, capturing, and preserving various aspects of the
filmmaking process. This includes the creation of written records,
photographs, videos, and other forms of media that document everything from
pre-production planning to post-production activities.
8. It is a series of moving pictures, usually shown in a cinema, theatre or on
television and often telling a story.
9. It is a form of artistic expression and physical movement that is often
accompanied by music or rhythm.

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10. It is where the actors portray characters and convey stories through dialogue,
actions, and gestures on a stage, often supported by costumes, sets, lighting,
and sound effects.
B. Developing and
Deepening
Understanding
1. Explicitation
The teacher will provide a brief overview of how each art form offers distinct
methods for expressing creativity, conveying concepts, and captivating audiences
through varying sensory encounters. (5 Minutes)
PERFORMING ARTS
Vocal art involves using the human voice to create music, convey emotions, or tell
stories. It encompasses singing, chanting, spoken words, and vocalizations in
various musical genres and contexts.
Instrumental art revolves around creating music using musical instruments
without vocal accompaniment. This includes playing instruments like pianos,
guitars, violins, and drums to produce melodies, harmonies, and rhythms.
Theater is a performative art form where actors perform live on a stage,
portraying characters and telling stories. It combines elements like acting, set
design, costumes, lighting, and sound to engage audiences in a shared
experience.
Dance is a physical art form that involves rhythmic movement of the body to
express emotions, tell stories, or convey abstract concepts. It comes in various
styles and genres, each with its own techniques, movements, and cultural
influences.
VISUAL ARTS
Film is a visual storytelling medium that uses moving images and audio to convey
narratives, ideas, and emotions. It involves a combination of cinematography,
editing, sound design, and acting to create a complete audiovisual experience.
Animation involves creating the illusion of motion by displaying a series of still
images in rapid succession. It can be done through various techniques, such as
traditional hand-drawn animation, computer-generated imagery (CGI), or stop-
motion animation.
Architecture is the art of designing and creating physical spaces that encompass
both functionality and aesthetics. It involves the planning, designing, and
construction of buildings and structures that serve various purposes, from
residential and commercial spaces to public and cultural landmarks. Architects

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blend practical considerations like safety, comfort, and efficiency with artistic
elements such as form, materials, and spatial relationships to shape
environments that impact human experience and culture. Architecture has the
power to shape societies, reflect cultural values, and inspire emotions through the
built environment.
Comics are visual storytelling mediums that use a combination of illustrations
and text to convey narratives, ideas, and humor. They often use panels and
sequential art to guide the reader through a story.
Weaving is a textile art form that involves creating fabric by interlacing threads or
yarns at right angles. It can produce intricate patterns and textures, and it has
been used historically for both functional and artistic purposes.
Documentation art captures real-life events, situations, or concepts through
various artistic mediums like photography, videography, and written records. It
aims to preserve and convey moments of reality for artistic or informative
purposes.
2. Worked Example
Activity 5 “Watch and Learn” (20 minutes)
The teacher will present five (5) selected contemporary and emerging performing
and visual arts to the class and provide readings for each one. The learners will
have to choose one from the presented art forms and discuss it within their group
using the guide questions below.
Title of Performance
A. Theme and Message: What do you believe was the main theme or message of
the performance? How did the acting, dialogue, and other elements
contribute to conveying this theme?
B. Musical Forms: Describe how music contributed to the performance.
C. Setting and Atmosphere: Describe the setting (time and place) of the
performance. What kind of atmosphere or mood did the setting create?
D. Costumes and Makeup: Describe the costumes and makeup of the
characters. Did the costumes enhance the characters' identities or the
overall theme of the performance?
E. Stage Design: Describe the stage design, including any props and scenery.
How did the stage design contribute to the storytelling?
F. Acting and Characterization: Choose one main character and describe their
portrayal by the actor. Did the actor effectively convey the character's
emotions and motivations?

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G. Cultural and Social Context: Did you notice any cultural or social references
within the performance? How did these references contribute to the story or
its relevance?
Suggested Performance with References: (The teacher may choose from the
following videos)
Title Video Link Readings
Anak Datu https://youtu.be/Rb1JG2zUSHk https://theaterfansmanila.com/review-
anak-datu-brings-the-dark-side-of-our-
history-to-light/
Batang Rizal https://youtu.be/bv7qx4mEZuw?list=RD
CMUCsqMrPegwaLhdEfqbFKaUqA
https://theaterfansmanila.com/review-
batang-rizal-redefines-heroism-for-a-new-
generation/
Rak of Aegis https://youtu.be/zMqgXM3M8ew https://theaterfansmanila.com/re view-
rak-aegis-floods-fun-aegis/
Rama Hari https://youtu.be/yh6QpBJbbkc https://www.wheninmanila.com/rama-
hari-a-masterpiece/
Huling El Bimbo https://youtu.be/3ha3H5AecL8 https://www.pep.ph/guide/artsand-
culture/173580/ang-hulingel-bimbo-the-
musical-a71620230602-lfrm
Charot! https://www.youtube.com/watch?v=LJcz
ZLOnh9M
https://theblissfulbloom.com/201
9/03/12/charot-peta/
Urduja https://www.youtube.com/watch?v=e-
uFKUhXP38
https://www.youtube.com/watch?v=bPa
0TiCuvR4
https://en-
academic.com/dic.nsf/enwiki/9653492
Reamker https://youtu.be/HIZSmI6Iy9E https://litlover.school.blog/2019/06/18/
reamker-a-cambodian-epic-about-magic-
and-adventure/
Khmeropedies II https://youtu.be/dMPB5879ePA https://charlestoncitypaper.com/2011/0
5/25/choreographer-emmanule-phuon-
breathes-new-life-into-ancient-dance-
steps/
Breaking the
Silence
https://youtu.be/FPbXqnd-OOYc https://www.khmertimeskh.com/505698
80/breaking-the-silence-breaking-the-
stigma/
Junkyard theatre https://youtu.be/EVTGCzQgsBc https://www.junkyardtheatre.com/
Ramakien:
Animation
https://www.youtube.com/watch?v=-
J60UxGxVyY
https://mysakonnakhon.com/ramakien-
story-thailand-khon-drama-summary/

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DAY 2
3. Lesson Activity
4. Activity 6 “Prep Up!” (20 minutes)
Directions: Students will prepare visual aids about their chosen art form to be
presented to the class. They are free to choose the material to be used in
preparing for their presentation.
Activity 7: It's Showtime! (5 minutes per group) total of 25 minutes)
The learners will be given 5 minutes per group to present their output.
Rubrics for Performance (provide this rubric for guidance)
Criteria 4 3 2 1
Understanding
of the Play
Thorough
understanding of
the play’s themes,
characters, and
context,
demonstrated
through insightful
analysis and
interpretation.
Good
understanding of
the play’s main
aspects, with
some analysis and
interpretation.
Adequate
understanding of
the play’s basic
elements but lacks
depth in analysis
and interpretation.
Limited
understanding of
the play, leading to
shallow analysis
and
interpretation.
Presentation
Structure
The presentation is
exceptionally well-
structured, with a
clear introduction,
coherent main
points, and a strong
conclusion.
Smooth transitions
between sections.
The presentation is
well-structured,
with a clear
introduction, logical
main
points, and a
solid conclusion.
Transitions are
generally smooth.
The presentation
has a basic
structure, but some
areas could be more
organized.
The introduction,
main points, and
conclusions are
evident.
Transitions are
somewhat choppy.
The presentation
lacks a clear
structure,
making it difficult to
follow. The
introduction main
points, and
conclusion are
unclear. Transitions
are abrupt.
Analysis Depth Provides in-depth
analysis of key
scenes, characters,
and
theatrical
techniques,
highlighting the
significance to the
overall play.
Offers substantial
analysis of
important, scenes,
characters, and
theatrical
techniques,
demonstrating
their relevance to
the play.
Presents basic
analysis of scenes,
characters, and
theatrical
techniques, but
lacks depth and
insight.
Offers minimal
analysis, with
limited exploration
of scene characters,
and theatrical
techniques.

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Visual Aids Exceptionally
effective use of
visual aids
(slides, props, video
clips, etc.) enhances
understanding and
engagement. Aids
are seamlessly
integrated into the
presentation.
Good use of visual
aids enhances
understanding
and engagement.
Aids is relevant and
well-integrated
Adequate use of
visual aids, but they
may not
consistently
enhance
understanding or
engagement.
Integration is
somewhat uneven.
Visual aids are
limited and do not
significantly
contribute to
understanding or
engagement.
Integration is
lacking.
Team
Collaboration
Evident and
seamless teamwork,
with all members
contributing equally
and effectively.
Clear cohesion
among presenters
enhances the
overall presentation.
Effective teamwork,
though some minor
imbalances in
contributions may
be noticeable.
The presentation
flows cohesively.
Adequate teamwork,
with contributions
from all members,
but collaboration
could be smoother.
Presentation
cohesion is
somewhat affected.
Uneven teamwork is
apparent, affecting
the overall
coherence of the
presentation
Delivery and
Engagement
Engaging and
confident delivery,
maintaining eye
contact, varied vocal
tone, and
appropriate
gestures. Audience
engagement is
consistently high.
Delivery is confident
and mostly
engaging, with
occasional eye
contact, varied vocal
tone, and
appropriate
gestures. Audience
engagement is
generally
maintained.
Delivery is
somewhat engaging,
but there may be
instances of
monotone or lack of
eye contact.
Audience
engagement varies.
Delivery lacks
engagement, with
limited eye contact
monotone delivery,
and few gestures.
Audience
engagement is
Overall
Impression
Exceptional
presentation that
demonstrates deep
analysis, strong
organization,
effective teamwork,
and engaging
delivery.
A very good
presentation that
covers the
essential
elements with
clear organization,
teamwork, and
decent delivery.
Satisfactory
presentation that
addresses the
basic requirements
but lacks depth in
analysis,
organization,
teamwork, or
delivery.
A presentation that
shows several areas
for improvement in
analysis,
organization,
teamwork, or
delivery.
Activity 8: “Share your thoughts!” (10 minutes)
In this part, the teacher will facilitate the sharing of insights regarding the
previous activity.
1. What are your overall thoughts and impressions of your chosen
performance?

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2. Would you recommend it to others? Why or why not?
3. What did you learn about contemporary art forms from analyzing these
performances?
DAY 3
“Think, Pair, and Share”
The teacher will ask learners to choose two art forms (one from The
Philippines, and one from other SEA countries) from the links below and
accomplish the Venn diagram with the following instructions.
1. Examine the cultural
influences of the
Philippines and other
Southeast Asian
countries.
2. Share your insights with
a classmate and use the
Venn diagram below to
compare these
influences.
3. Fill in the overlapping
sections with shared
influences and the
separate sections with
unique influences.
The teacher may set a list for the students to
choose from based on the
links below)
11 Southeast Asian Artists You Should
Listen to Right Now
https://asianfeed.com/2021/07/03/11-
southeast-asian-artists-you-should-listen-
to-right-now/
Southeast Asia’s Contemporary Art
Platform
https://ocula.com/art-fairs/sea-
focus/#artworks
Art Fair Philippines 2023
https://artandmarket.net/news/2023/2/1
7/art-fair-philippines-2023
C. Making
Generalizations
The teacher will ask the learners the following questions: (10 minutes)
1. How do contemporary performing arts influence our culture as Filipinos?
2. What could be the implications of these cultural influences on our identity as
a country?
3. In what way are these influences evident in you as a student?

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IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS
A. Evaluating
Learning
DAY 4 “Unity in Diversity”
1. Formative Assessment
Ask the learners to write a short
essay discussing the title below:
“Diversity Gives A Nation
Strength”
The teacher can give a brief
explanation about the subtopics
below in which the learners can
focus on:
- Cultural Enrichment
- Social Cohesion
- Innovation and Creativity
- Global Perspective
- Economic Growth
- Adaptability
2. Homework (Optional)
B. Teacher’s
Remarks
Note observations on
any of the following
areas:
Effective Practices Problems Encountered
strategies explored
materials used
learner engagement/
interaction
Others

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C. Teacher’s
Reflection
Reflection guide or prompt can be on:
▪ principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?
▪ students
What roles did my students play in my lesson?
What did my students learn? How did they learn?
▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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